Instrumen Three-Tier Test Berbasis Kemampuan Representasi Matematis untuk Mengetahui Miskonsepsi Siswa
DOI:
https://doi.org/10.31980/plusminus.v2i3.1114Keywords:
Instrumen Three-Tier Test, Kemampuan Representasi Matematis, miskonsepsi, Three-Tier Test Instrument, Mathematical Representation Ability, misconceptionAbstract
Kurangnya pemahaman siswa dalam menerjemahkan soal dan ketelitian mengerjakannya sehingga berakibat jawaban siswa tidak maksimal. Melihat permasalahan tersebut, maka diperlukanlah instrumen tes untuk mengidentifikasi miskonsepsi siswa. Penelitian ini menggunakan metode Research and Development bertujuan untuk mengembangkan instrumen three-tier test untuk mengetahui miskonsepsi. Penelitian ini menggunakan rancangan 4D yang terdiri dari define, design, develop, dan disseminate; dan dimodifikasi menjadi 3D yang dibatasi sampai tahap develop. Adapun subjek dari penelitian ini adalah siswa kelas VIII di salah satu SMP di Sungai Raya sebanyak 15 orang. Teknik pengumpulan datanya menggunakan teknik pengukuran dan teknik komunikasi tidak langsung, dengan menggunakan instrumen tes, lembar validasi, dan angket. Kesimpulan dari penelitian ini instrumen Three-Tier Test berbasis kemampuan representasi matematis untuk mengetahui miskonsepsi siswa pada materi Statistika di kelas VIII siswa SMP di Sungai Raya layak untuk digunakan sebagai instrumen dalam pembelajaran dengan rata-rata kevalidannya adalah 86,21% dan rata-rata kepraktisannya 90,75% dengan kriteria masing-masing sangat valid dan sangat prakris.
The lack of understanding of students in translating questions and the accuracy of doing them so that the student's answers are not optimal. Seeing these problems, a test instrument is needed to identify student misconceptions. This study used the Research and Development method intending to develop a three-tier test instrument to find out misconceptions. This study uses a 4D design consisting of defining, designing, developing, disseminating; and modifying into 3D which is limited to the development stage. The subjects of this study were 15 class VIII students at one of the junior high schools in Sungai Raya. The data collection technique uses measurement techniques and indirect communication techniques, using test instruments, validation sheets, and questionnaires. This study concludes that a three-tier test instrument based on mathematical representation ability to find out students' misconceptions about statistics in grade VIII junior high school students in Sungai Raya is feasible to use as an instrument in learning with an average validity of 86.21% and an average practicality of 90 .75% with each criterion being very valid and very practical.
References
Afriansyah, E. A. (2022). Peran RME terhadap Miskonsepsi Siswa MTs pada Materi Bangun Datar Segi Empat. Mosharafa: Jurnal Pendidikan Matematika, 11(3), 359-368.
Anwar, Z., Kahar, M. S., Rawi, R. D. P., Nurjannah, N., Suaib, H., & Rosalina, F. (2020). Development of interactive video-based PowerPoint media in mathematics learning. Journal of Educational Science and Technology (EST), 6(2), 167-177.
Asbar. (2017). Analisis Miskonsepsi Siswa Pada Persamaan Dan Pertidaksamaan Linear Satu Variabel Dengan Menggunakan Three-Tier Test (Vol. 93, Issue I). Universitas Negeri Makassar.
Aulia, R. (2021). Problematika Guru Kelas Dalam Mengelola Pembelajaran Berdasarkan Kurikulum 2013 Di MIN 1 Indragiri Hilir (Doctoral dissertation, STAI Auliaurrasyididn Tembilahan).
Behera, B. (2019). Misconceptions in'Shape of Molecule': Evidence from 9th Grade Science Students. Educational Research and Reviews, 14(12), 410-418.
Cavanagh, T., Chen, B., Lahcen, R. A. M., & Paradiso, J. R. (2020). Constructing a design framework and pedagogical approach for adaptive learning in higher education: A practitioner's perspective. International Review of Research in Open and Distributed Learning, 21(1), 173-197.
Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17-40.
Dellantonio, S., & Pastore, L. (2021). Ignorance, misconceptions, and critical thinking. Synthese, 198(8), 7473-7501.
Fujii, T. (2020). Misconceptions and alternative conceptions in mathematics education. Encyclopedia of mathematics education, 625-627.
Gustiani, S. (2019). Research And Development (R&D) Method As A Model Design In Educational Research And Its Alternatives. Holistics, 11(2).
Haryono, H. E., & Aini, K. N. (2021, March). Diagnosis of misconceptions of junior high school in Lamongan on the heat concept using the three-tier test. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012002). IOP Publishing.
Laksono, P. J., Haliza, D., & Astuti, M. (2021). Desain Tes Diagnostik Three-Tier Multiple Choice dalam Mendeteksi Miskonsepsi Hidrolisis Garam. Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan, 14(2), 110-127.
Lestari, E. K., & Yudhanegara, M. R. (2015). Penelitian Pendidikan Matematika. Bandung: PT. Refika Aditama.
Lestari, L., & Afriansyah, E. A. (2022). Kesalahan siswa dalam menyelesaikan soal cerita tentang bangun ruang sisi lengkung menggunakan prosedur newman. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 1(2), 125-138.
Makbul, M. (2021). Metode pengumpulan data dan instrumen penelitian.
Masfuah, S., Fakhriyah, F., Wilujeng, I., & Rosana, D. (2021, March). The Content Validity of Scientific Literacy-Based Diagnostic Assessment. In 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020) (pp. 684-691). Atlantis Press.
McDonald, S., Bateman, K., Gall, H., Tanis-Ozcelik, A., Webb, A., & Furman, T. (2019). Mapping the increasing sophistication of students’ understandings of plate tectonics: A learning progressions approach. Journal of Geoscience Education, 67(1), 83-96.
Nabilah, L. L. Y. T., Ruslan, R., & Rusli, R. Pengembangan Instrumen Diagnostik Three Tier Test pada Materi Pecahan Kelas VII. Issues in Mathematics Education (IMED), 3(2), 184-193.
Nuraeni, Z., & Sukmaningthias, N. (2021, January). Using GeoGebra Assisted CTL Model to Increase the Student’s Mathematical Representation. In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020) (pp. 588-593). Atlantis Press.
Nurbayan, A. A., & Basuki, B. (2022). Kemampuan representasi matematis siswa ditinjau dari self-efficacy pada materi aritmatika sosial. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 1(1), 93-102.
Putri, H. N. P. A., & Rohmawati, L. (2018, March). Identification of students’ misconception of heat and temperature using the three-tier diagnostic test. In Journal of Physics: Conference Series (Vol. 997, No. 1, p. 012035). IOP Publishing.
Qian, Y., & Lehman, J. D. (2019). Using targeted feedback to address common student misconceptions in introductory programming: A data-driven approach. SAGE Open, 9(4), 2158244019885136.
Qomariyah, N. (2021). Identifikasi Tingkat Miskonsepsi Siswa Kelas XI SMA Pada Materi Sistem Pencernaan Menggunakan Instrumen Three-Tier Test. Jurnal Inovasi Pembelajaran Biologi, 2(2), 31-39.
Rahmadian, N., Mulyono, & Isnarto. (2019). Kemampuan representasi matematis dalam model pembelajaran somatic, auditory, visualization, intellectually (SAVI). PRISMA, Prosiding Seminar Nasional Matematika, 2, 287–292.
Resta, N. N., Halim, A., & Huda, I. (2020, February). Development of an e-learning-based three-tier diagnostics test on the basic physics course. In Journal of Physics: Conference Series (Vol. 1460, No. 1, p. 012131). IOP Publishing.
Rumapea, C. F., & Silaban, R. (2022). Pengembangan Instrumen Tes Diagnostik Three-Tier Multiple Choice Berbasis Android Based Test Untuk Mengukur Miskonsepsi Siswa Pada Materi Laju Reaksi Kelas XI SMA. Educenter: Jurnal Ilmiah Pendidikan, 1(2), 95-104.
Saputra, O., Setiawan, A., & Rusdiana, D. (2019, February). Identification of student misconception about static fluid. In Journal of Physics: Conference Series (Vol. 1157, No. 3, p. 032069). IOP Publishing.
Sholikhah, A., & Ratu, N. (2022). Pengembangan Media Operasi Bentuk Aljabar “OPERAL” Berbasis Adobe Animate CC. Mosharafa: Jurnal Pendidikan Matematika, 11(3), 507-516.
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.
Sukmadinata, N. S. (2012). Metode Penelitian Pendidikan (Cet. 7). Bandung : Remaja Rosdakarya.
Sumargo, B. (2020). Teknik Sampling. UNJ Press.
Suriani, N. W., Wola, B. R., & Komansilan, A. (2022). Development of Biological Macromolecules Three-Tier Test (BM-3T) to Identify Misconceptions of Prospective Science Teachers. Jurnal Penelitian Pendidikan IPA, 8(4), 2093-2100.
Ulfa, N. C. A., & Sundayana, R. (2022). Kemampuan representasi matematis siswa pada materi bilangan berdasarkan self-confidence. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 1(2), 193-200.
Wahyudi, F., Didik, L. A., & Bahtiar, B. (2021). Pengembangan Instrumen Three-Tier Test Diagnostik Untuk Menganalisis Tingkat Pemahaman Dan Miskonsepsi Siswa Materi Elastisitas. Relativitas: Jurnal Riset Inovasi Pembelajaran Fisika, 4(2), 48.
Yunus, J., Zaura, B., & Yuhasriati, Y. (2019). Analysis of Students’ Error According to Newman in Solving Mathematics Problems of Algebra in The Form of Story in Second Grade of SMPN 1 Banda Aceh. Jurnal Geuthèë: Penelitian Multidisiplin, 2(2), 308-313.
Zulfa, I. (2013). Analisis Miskonsepsi Siswa Dengan Certainty Of Response Index Dalam Menyelesaikan Soal Cerita Materi Sistem Persamaan Linear Dua Variabel Kelas VIII Mts Hasyim AsyarI. UIN Sunan Ampel Surabaya.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Plusminus: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
